U.S. Department of Justice
Office of Community Oriented Policing Services
NATIONAL COMMUNITY POLICING ROUNDTABLES
LEADERSHIP FOR PUBLIC SAFETY
Professional Dimensions of Leadership
in Law Enforcement
Compiled by Debbie Demmon-Berger
Edited by Marilyn Simpson
LEADERSHIP FOR PUBLIC SAFETY
Professional Dimensions of Leadership
in Law Enforcement
Compiled by Debbie Demmon-Berger
Edited by Marilyn Simpson
This project was supported by Cooperative Agreement 2007-Ck-wx-k020 awarded by the Office of Community
Oriented Policing Services, U.S. Department of Justice. The opinions contained herein are those of the author(s)
and do not necessarily represent the official position or policies of the U.S. Department of Justice. References to
specific agencies, companies, products, or services should not be considered an endorsement by the author(s)
or the U.S. Department of Justice. Rather, the references are illustrations to supplement discussion of the issues.
Contents
About the COPS Office ................................................................................ 4
Letter from the Director ................................................................................ 5
Acknowledgments......................................................................................... 6
Introduction ................................................................................................. 7
Leadership for Public Safety I: A National Conversation 2009 .......................... 9
Leadership for Public Safety II: A National Conversation 2010....................... 21
Next Step: Filling the Gaps.......................................................................... 30
Appendixes ................................................................................................. 32
— 3 —
About the COPS Office
The Office of Community Oriented Policing Services (the COPS Office) is
the component of the U.S. Department of Justice responsible for advancing the practice
of community policing by the nation’s state, local, and tribal law enforcement agencies
through information and grant resources.The community policing philosophy promotes
organizational strategies that support the systematic use of partnerships and problem-solving
techniques to proactively address the immediate conditions that give rise to public safety
issues such as crime, social disorder, and fear of crime. In its simplest form, community
policing is about building relationships and solving problems.
The COPS Office awards grants to state, local, and tribal law enforcement agencies to hire
and train community policing professionals, acquire and deploy cutting-edge crime-fighting
technologies, and develop and test innovative policing strategies.The COPS Office funding
also provides training and technical assistance to community members and local government
leaders and all levels of law enforcement.
Since 1994, the COPS Office has invested more than $16 billion to add community policing
officers to the nation’s streets, enhance crime fighting technology, support crime prevention
initiatives, and provide training and technical assistance to help advance community policing.
More than 500,000 law enforcement personnel, community members, and government
leaders have been trained through COPS Office-funded training organizations.
The COPS Office has produced more than 1,000 information products—and distributed
more than 2 million publications—including Problem Oriented Policing Guides, Grant
Owner’s Manuals, fact sheets, best practices, and curricula. And in 2010, the COPS Office
participated in 45 law enforcement and public-safety conferences in 25 states in order to
maximize the exposure and distribution of these knowledge products. More than 500 of
those products, along with other products covering a wide area of community policing
topics—from school and campus safety to gang violence—are currently available, at no
cost, through its online Resource Information Center at www.cops.usdoj.gov. More than 2
million copies have been downloaded in FY2010 alone.The easy to navigate and up to date
website is also the grant application portal, providing access to online application forms.
—4—
Letter from the Director
U.S. Department of Justice
Office of Community Oriented Policing
145 N Street, N.E.
Washington, DC 20530
Dear Colleagues,
In an effort to examine the many issues of concern and current trends in community
policing leadership, John Jay College of Criminal Justice, through its Leadership Academy,
conducted two national leadership roundtables for the Office of Community Oriented
Policing Services (the COPS Office) during 2009 and 2010. Leadership for Public Safety I
was held in 2009, while Leadership for Public Safety II was conducted in 2010.These
leadership roundtables discussed the importance of enhancing public safety training
and learning from the private sector business model to incorporate new strategies and
approaches into policing.
The COPS Office understands the importance of conducting national roundtables on
leadership sustainability. As the economy changes, law enforcement needs to build leadership
skills by learning from the business sector model—a crucial adjustment to the business of
policing. Propagating cultural change internally and externally among agencies, initiating
collaborative engagements with the community, and enhancing overall public safety are all
sustainability goals, ensuring that the business of policing continues to be effective during
economic change.
By developing effective strategies in leadership and communicating these strategies to all
officers and the public, law enforcement will gain the advantage of strong relationships with
internal, external, and political audiences.The discussions and observations at these two
roundtables (and presented here in this report) are important steps toward institutionalizing
effective change within policing. I am proud to be able to share this resource with you now,
and hope you all reap its benefits.
Sincerely,
Bernard K. Melekian, Director
Office of Community Oriented Policing Services
— 5 —
Acknowledgments
Acknowledgments
This report was made possible by funding from the Office of Community Oriented Policing
Services (the COPS Office), United States Department of Justice.The authors are especially
grateful to the Roundtable participants who contributed their experience as criminal justice
thought leaders to Roundtable discussions and provided guidance to the COPS Office.The
generous use of their time and their thoughtful reflections are greatly appreciated.We are
equally grateful for the support received from the COPS Office, particularly from Project
Manager Katherine McQuay and from Deputy Director Sandra Webb, Ph.D. Finally we
wish to thank Ellen Scrivner, Ph.D, currently National HIDTA Director at the Office of
State, Local, and Tribal Affairs in the White House Office of National Drug Control Policy
and previously head of John Jay’s Leadership Institute, who spearheaded this project; Judith
Kornberg, Ph.D., dean of professional studies at John Jay College of Criminal Justice for her
support; and to acknowledge the outstanding Leadership Academy staff member Marilyn
Simpson for her tireless efforts in working with Dr.Webb and Dr. Kornberg in organizing
these highly informative Roundtables.
—6—
Introduction
Introduction
John Jay College of Criminal Justice, through its Leadership Academy, conducted two
national leadership roundtables for the Office of Community Oriented Policing Services
(the COPS Office) during 2009 and 2010. Leadership for Public Safety I was held in 2009,
while Leadership for Public Safety II was conducted in 2010.
These two roundtables concluded a series of themed meetings that began earlier.The earlier
meetings addressed the following topics:
1. Policing in a Democratic Society — Held in Philadelphia, this meeting focused on
constitutional understandings of rights and liberties relative to community policing.
2. Building Partnerships to Advance Effective Community Policing — This session convened in
Washington, D.C., to assess the state, effectiveness, and advantages of partnerships.
3. Advancing Innovation: Experience of Progressive Police Agencies — Milwaukee hosted this
session, which highlighted community policing progress, challenges, and new directions.
4. Preparing Tomorrow’s Officers: Opportunities, Challenges, Change — Meeting in Seattle,
participants focused on retention issues regarding the new generation of community
police.
5. Examining Relations Between Counterinsurgency and Community Policing:The Impact
on Homeland Security — This meeting was held in Washington, D.C., to address the
potentential for community policing in a global arena.
Ellen Scrivner, Ph.D., Deputy Director, National Institute of Justice, who spoke at both of
the Leadership roundtables, emphasized that the themes of the earlier meetings underscored
the principles of community policing in a democracy. In order to sustain the passion for this
type of policing it is important to:
‹
Acknowledge mutual coexistence with other police strategies,
‹
Internalize community within the definition,
‹
Ensure accountability,
‹
Interface with intelligence-led policing,
‹
Build capacity for institutionalization of practitioners, and
‹
Expand outreach to cities and states.
From these roundtables, Scrivner explained,“We have learned that community policing is
the umbrella philosophy for public safety training and the development of new business
models.” Importantly, and of specific interest to the convening of the leadership roundtables
hosted by John Jay College, Scrivner pointed to a growing deficit in leadership and staffing,
which further substantiates the need for more training.
— 7 —
Introduction
In 2008, the COPS Office convened four national roundtables addressing the topic
of community policing in a democracy.The in-depth discussions and findings which
resulted from these meetings were compiled in National Community Policing Roundtables:
Practitioner Perspectives—Community Policing in a Democracy, available for download from the
COPS Office website at http://cops.usdoj.gov/RIC/ResourceDetail.aspx?RID=586.
In 2009–10, the COPS Office and John Jay College of Criminal Justice conducted two
additional roundtables—reported here in Leadership for Public Safety—taking the theme of
leadership discussed in brief during the previous roundtables to a more in-depth level.
—8—
Leadership for Public Safety I: A National Conversation 2009
Leadership for Public Safety I: A National Conversation 2009
The days’ activities evolved into four main segments:
‹
Participants described their training programs and identified the “signature activity”;
‹
Public safety leaders—especially emerging leaders—engaged in a discussion of the
challenges facing public safety and public safety leadership, especially with respect to
emerging issues, trends, and perceived gaps;
‹
A panel of representatives from the private sector shared their perspectives on the
development of leadership and how their experiences might apply to the public sector;
‹
Keynote speaker Bob Wasserman (Executive Director, Strategic Policy Partnership,
and a long-time student of public safety leadership), discussed how his work with
many police chiefs, some of whom were truly exceptional leaders, has influenced his
thoughts about leadership and leadership development.
Program Models
External Degree Programs and/or Graduate Credit Programs
Johns Hopkins University, Division of Public Safety Leadership
The Johns Hopkins Program was created as a liberal arts-based program with no criminal
justice courses. Its flagship program, which serves as the model for all division programs, is
the Police Executive Leadership Program (PELP); it provides an intensive course of study
for law enforcement, public health, fire services, and EMS student practitioners, all of whom
must be appointed by their respective CEOs.
PELP offers the following: master of science in management, a series of regional field
commanders forums, and a criminal justice forum. Leadership development is central to all
offerings; all instructors come from the field and focus on core mastery of leadership lessons
learned from other fields.
Naval Postgraduate School
The Naval Postgraduate School provides a master’s degree in homeland security. Designed
to build future state and local leadership for homeland security, the program offers 18
months of blended education with two weeks per quarter spent on campus.The rest of the
program is delivered online; completion of a thesis is a graduation requirement.
While only one course focuses on leadership per se, an Executive Leaders Program and
the Mobile Education Team (MET) for governors and mayors are highly specific to
leadership issues and the goal of creating a collaborative leadership model. Both focus on
the importance of collaboration, partnerships, and building lasting teamwork among federal,
state, and local participants.The model is scenario driven, in contrast to tabletop exercises,
and seeks to explore and develop patterns that respond to collective problem solving and
building sustainable relationships.
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Leadership for Public Safety I: A National Conversation 2009
Southern Police Institute (SPI)
The Southern Police Institute is a division of the Department of Justice Administration of
the University of Louisville. It is an advanced educational and training institute devoted
to enhancing the professional development of law enforcement practitioners.The primary
leadership component is the12-week Administrative Officers Course (AOC) that seeks to
provide a comprehensive and challenging education experience to enhance the professional
and personal lives of students.This is a residential program that is offered twice a year and
grants 12 graduate credit hours that can be applied to an online master’s program.The
curriculum is based on a Servant Leadership philosophy, and a unique feature involves the
use of movies to illustrate leadership lessons and challenges, in contrast to the use of case
studies.There is little to no criminal justice focus to the curriculum.
Internal Leadership Programs
International Association of Chiefs of Police (IACP) Leadership Program
In 2005, the IACP created the Center for Police Leadership following a five-year investment
in developing and pilot testing a curriculum based on the West Point Military Academy
Model of Dispersed Leadership: Every officer a leader.
Through this curriculum, the Center seeks to help public safety officials provide in-house
training and develop internal leadership capacity by seeding leadership development
throughout a department.The development focus is based on behavioral science and is
delivered via the Socratic teaching method.The ultimate program goal is to create centers
where public safety and police employees can seek training near their homes without having
to travel and be away from their jobs.
The Center also provides services to help police departments develop their own core
curriculum through a three-week contract between IACP and the police departments that
seek their service.
Caruth Police Institute (CPI), Dallas Police Department, Dallas,TX
The Dallas Police Department partnered with the University of North Texas to create
an academic campus within the police department. As such, it brings academics into the
department, in contrast to sending officers to academic institutions or away from the workplace
for extended periods of time, and creates openness to conducting and using research.
The CPI subscribes to the theory that leadership cannot be developed via short-term
seminars. Focused on leadership for large urban policing, CPI offers supervisory, mid-level,
and executive training and brings in CEOs from large companies based in Dallas to help
with leadership development. Currently, CPI is working on offering academic credit for
their programs so that police officers can complete a college degree through classes geared
toward their career development.
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Leadership for Public Safety I: A National Conversation 2009
Senior Management/Executive Level Education
Criminal Justice Policy and Management Program, JFK School of Government, Harvard
University
While there is no formal criminal justice degree program at Harvard, its leadership offerings
include criminal justice practitioners. JFK provides executive education programs for leaders
of state/local government that include degree courses and a 10-month mid-career program.
Executive sessions designed to examine current status of issues in government management
are a flagship offering.These sessions meet twice a year over three years.The first Executive
Session on Policing was initiated in 1985 and a current session on Policing and Public Safety
was initiated in 2008.
Leadership Development Institute (LDI), FBI
The LDI focuses on two strategies: (1) Internal leadership development of new FBI agents,
supervisors, mid-level management, and executive level management, and (2) External
leadership programs for local law enforcement professionals.The latter include:
‹
National Academy (NA), where local law enforcement practitioners collaborate and
learn from each other.
‹
LEEDS, which provides leadership training to groups with 50-500 sworn strength.
‹
National Executive Institute (NEI), which serves as the flagship program and
provides leadership development to law enforcement executives from departments
with 500 and above sworn strength.
The FBI perspective promoted throughout all FBI training is based on the theory that
the best leaders learn from their mistakes. Hence, there is a focus on both professional
and personal leadership, which also builds in emotional intelligence as a component of
leadership.
Police Executive Research Forum (PERF) Senior Management Institute of Police (SMIP)
SMIP addresses leadership needs of mid-level managers, both sworn and civilian. It
is a three-week program that uses the case study model along with extensive reading
assignments focused on performance management with police leaders serving as faculty.
“What people learn, they have to be able to share,” is an ongoing theme.
John Jay Leadership Academy, John Jay College of Criminal Justice, NewYork City
Following an extensive process to determine needs of the field, the Public Safety Executive
Institute was inaugurated in 2008.To avoid replicating existing programs, John Jay College
convened a series of focus groups with practitioners and academics, and the Leadership
Academy subsequently invited high profile, experienced law enforcement executives for a
two-day roundtable where they discussed what was missing from their executive development
experiences and what was needed to better prepare them when assuming new roles.
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Leadership for Public Safety I: A National Conversation 2009
All input from the field identified what came to be known as the Public Safety Executive Mind
Set, which focuses on developing a comprehensive understanding of the intersect of strategy,
culture, and politics when leading agencies and responding to the complex issues faced
by public safety executives.This three-day Institute examines real life/real time incidents
through the strategy, culture, and politics intersect, and develops the range of actions that
need to occur in all three sectors in order to effectively lead in the complex environment of
the public safety executive.The practitioner faculty also plays a facilitative role, encouraging
a model where participants learn from each other, culminating in the formation of a
community of practice specifically focused on leadership.
Police Officer Standards and Training (POST) Leadership Offerings
POST offerings throughout the country are varied and address multiple topics, generally
mandated by legislation.The two programs presented below illustrate how state POSTs can
implement leadership training even when facing other demands.
Executive Development Institute of the Maryland POST
The Institute caters to small and mid-size police departments in Maryland and describes its
programs as “national programs for people who can’t afford national programs.”The Institute
provides 400 hours of executive training, and its Premiere Leadership Challenge Program
involves an overnight retreat where participants are placed with someone outside their
emphasis. Courses are approved to fulfill upper level undergraduate degree requirements.
California POST
The California POST provides leadership training from the top down and deals solely with
law enforcement agencies. Since its inception in 1984, the POST has delivered training to
more than 75,000 sworn and non-sworn personnel. Currently, leadership and ethics are
infused into all mandatory training provided by the POST.
The Command College Leadership Program, 18 months in duration, is based on strategic
management and how to influence scenario-based event outcomes through transition
management. Students focus on contributing to a body of thought and are required to
produce an article worthy of being published.The program focus is to provide lieutenants
and above with a perspective that they don’t have when they are promoted to middle
management. Participants must commit to remaining in law enforcement for five years after
graduating from the Command College.
Other POST leadership programs include an eight-month First Line Supervisor program,
open to sergeants and above, that integrates leadership, ethics, and community policing.
A similar focus has been introduced into basic academy training over the past four years
and into the Supervisory Leadership Institute, an eight-month program with 24 days
of facilitated discussion and an intensive workload. More than 5,000 graduates have
completed the program.The aggregate of these experiences have led the POST to
integrate leadership into every program and to build principles of ethical decision making
into basic academy instruction.
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Leadership for Public Safety I: A National Conversation 2009
Private Sector Leadership Programs
Center for Creative Leadership (CCL)
CCL is a not-for-profit organization, founded in 1960, that conducts research on leadership
and also develops leadership programs worldwide.The Center’s underlying philosophy is the
promotion of self-awareness as the single most important factor in the practice of leadership;
programmatic goals enable people to move beyond barriers to reach goals they believed they
could not attain.
Research and practice are linked in CCL programs, which are offered to both industry and
government. Despite differences in government and commercial leadership, CCL embraces
the importance of learning from each other and focusing on the development of crossfertilizing ideas, critical insights, and practical advice.
Accenture, Management Consulting
Accenture is involved in leadership development activities, both nationally and
internationally, and is about to embark on new work with the FBI. Using a human capital
strategy, Accenture seeks to create cultures of innovation and collaboration with its clients.
The company’s organizing philosophy is that leadership resides in the person and not in the
position or the title. In contrast to focusing on specific competencies, the company looks
to the leader as a value creator, a people developer, and a business operator, with success
measured not by processes but by outcomes. Emphasis is placed not just on leadership
training but also succession planning.
Mike Ferrence, Retired FBI Chief of Leadership Development
While at the FBI, Chief Ferrence directed the Leadership in Counterterrorism Program and
now consults on how leadership encounters terrorism with a focus on how to think at a
strategic level. He encourages clients to step back and view problems as though from 30,000
feet. In his consulting practice he advocates for reflective learning and journaling.
Challenges: Issues, Trends, and Perceived Gaps
During a facilitated discussion, participants discussed many issues of concern, current trends
in community policing leadership, and even perceived gaps.
Internal or External Programs—What Works Best?
It was the general consensus of Roundtable participants that there is no single best way to
develop leaders, and that successful models can take both internal and external forms.
In addition to traditional off-site training programs, other external models that are relatively
easy to implement include sending potential leaders to work for a period of time at different
agencies, where they can develop other perspectives and learn something other than what
they were exposed to in their respective academies.Within that context, a few departments
are experimenting with Leadership Officer Exchange Programs.
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Leadership for Public Safety I: A National Conversation 2009
Signature Activities: “The Heart of Who We Are”
While not all of the programs introduced at the Roundtable have a specific signature
activity, they do each have a core of activities that serves as the flagship of their work.
For example:
Johns Hopkins — Enlightened leadership and diverse liberal arts and businessbased curriculum
Southern Police Institute (SPI) — Servant leadership
Federal Bureau of Investigation (FBI) — Reflective leadership: best practices,
personal reflection time, and networking
JFK School of Government, Harvard University — Executive sessions:
leadership with courage and data driving action
International Association of Chiefs of Police (IACP) — Dispersed leadership:
every officer a leader; leaders at every level
Senior Management Institute of Police (SMIP) — Critical thinking, problem
solving, and awareness of current events
CA POST Command College — Commitment to strategic thinking, life-long
leadership learning, and community of shared experience
MD POST — Collaboration: legacy and mentoring
Accenture — Authentic leadership and action learning
Center for Creative Leadership (CCL) — Service Delivery based on research
and practice
Caruth Police Institute (CPI) — A university within a police department to
promote police leadership as a life long endeavor
John Jay Leadership Academy — Developing the public safety
executive mindset
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Leadership for Public Safety I: A National Conversation 2009
When external placement is not feasible, however, providing exposure to a variety of
internal jobs, which develop new skill sets and broaden perspective, is a reasonable
alternative.These activities would not necessarily replace, so much as supplement, current
programs.This idea precipitated a discussion of the value of journeymen, apprenticeship,
mentoring experiences, and supervisory coaching roles as a way to capture an element
that has been lost in law enforcement and that has a critical impact on law enforcement
leadership. Considerable discussion ensued regarding training resources, especially during a
recession when funds are tight.
Why Do Participants Go to Leadership Training in the First Place?
This is an important question, participants agreed, if training programs are to be successful.
Are the participants really focused on developing as leaders, or are they just passing time and
getting their ticket punched? Have they been sent to be “fixed,” or do they really expect to
get something out of the experience?
A collateral issue relates to the level of CEO support for the training. It was suggested that
those in charge of sending students to programs may be more interested in accreditation.
Moreover, they may need training more than the participants, particularly if they do not
allow participants opportunities to exercise new experiences and skills when they return to
the job setting, a practice that only enhances frustration levels.
Consequently, it was generally agreed, consideration needs to be given to starting leadership
development from the top, with the chief, and then moving down through the ranks; in
other words, moving beyond the more prevalent strategy of “command and control.”
Rather than adopting an either/or approach, the private sector representatives highlighted
the importance of including a role for the CEO in their subordinates’ training and viewing
it as a value added activity.Within this context, CEOs do not simply attend their own
training prior to the lower ranks. Rather, they have a place in the training for all levels of
the organization, such as providing feedback or signing off on research projects completed
by participants.
Is Law Enforcement Losing Something Critical—the Passion for Service?
Several participants questioned if the passion for law enforcement policing is being
reinforced consistently throughout careers. A leavening out process, which actually may start
to take shape in Academy training, leads to a more central question: Is leadership encouraged
in law enforcement? The leadership void is further compounded by the lack of journeymen
or apprenticeship-type training, where younger officers learn from more experienced
officers, rather than just reading a manual. A similar model exists in education where school
teachers take on assistant teachers, or interns, and not only provide training but also socialize
them into the profession.There is concern that this approach has been lost in the law
enforcement profession.Yet, the loss could be critical to developing a strong commitment
to and interest in future leadership. One suggested remedy involves supplementing a field
training model with mentoring programs where mentoring is considered a part of being
successful and the process is rewarded.
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Leadership for Public Safety I: A National Conversation 2009
Strengths Versus Weaknesses—What Should Be the Focus of Leadership Training?
The private sector has learned that younger workers demonstrate greater professional
growth when leaders promote their strengths and provide ongoing feedback in contrast
to focusing on their weaknesses.Thus, rather than highlighting mistakes, a practice that
is consistent with the law enforcement culture, a better approach might be one that puts
strengths to deliberate practice and moves participants from OK to good, or strong to
supreme, thereby leveraging strengths to help keep a career on track. However, this approach
can present some challenges in that any strength, when overused, can become a liability if
reflection and introspection are not tied to the process.
Should Leadership Development Be Tied to Promotion?
Many questions surfaced during the roundtables regarding linking leadership development
to criteria for promotion. Difficulties could occur with this process because of union
contracts and inequitable opportunities for training. Consequently, while it may be a
reasonable idea, in practice it may not work.That said, it is possible to consider linking
desired behaviors to reward systems; ideally, the leadership development will produce those
desired behaviors.
What Are We Doing About Diversity?
The critical nature of diversity in regards to leadership development has many dimensions,
and dealing effectively with diversity in the workplace is only one element. Accepting
diversity for its potential to enhance and broaden perspectives about the role of law
enforcement is an important element.Within this context, the private sector has found that
diversity can be embraced so that it can become a source of new ideas. Further, from the law
enforcement perspective it becomes critical to develop leaders who are representative of the
community and who broaden the framework for improving community understanding.
What Does Research Tell Us About Leadership?
There is substantial leadership research emanating from the private sector, particularly
from CCL, but research on law enforcement leadership remains relatively sparse. Although
policing research was prevalent in the ‘70s and ‘80s; in subsequent years it seems to have
been less of a priority. Further, there no longer seems to be a strong relationship with the
research community.
Participants concurred that there needs to be support for developing a matrix of current
leadership offerings, but questioned the lack of white papers that provide guidance to
the field, as well as opportunities for leaders to “tell their stories.”They also agreed that
law enforcement, generally, needs to become more research friendly, and that leadership
development programs need to highlight the value of longitudinal studies and how they
inform best practices. Currently, many of the programs encourage participants to engage in
research projects that are specific to work in their respective departments. However, if they
have no opportunity to convert their research to practice when they return to the work
setting, the participants may experience a level of frustration that diminishes further interest.
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Leadership for Public Safety I: A National Conversation 2009
How Do We Sustain Leadership Development?
Sustaining innovation in law enforcement agencies has been identified as a major challenge,
so it should come as no surprise that participants felt leadership development may be
difficult to sustain, especially if a committed CEO leaves his/her post. Building internal
capacity was one option for seeding leadership development, as well as eliminating the
traditional stereotypes associated with the role of law enforcement that favor specialization.
Consensus
After discussion of the above and other issues, participants agreed in general to the following
observations and “next steps.”
‹
There is no such thing as a single best leadership development program.
‹
Creating a culture of leadership within departments may be the aggregate outcome
of all programs.
‹
Lifelong learning should be promoted as a value for leaders.
‹
Collaboration is critical to enhance cross fertilization of ideas.
‹
Collective problem solving is the trend of the future.
‹
Leaders teaching leaders is a positive educational method.
‹
Ongoing feedback, in contrast to a yearly evaluation, is a necessity for leaders and
their subordinates and is reaching requirement status for the new generation of
employees entering the workplace.
‹
Skills and competencies may be important for training managers, but leadership
development requires other approaches.
‹
A growing use of reflection in all programs, including use of reflective journaling, is
the result of the recognition that learning doesn’t occur without reflection.
‹
The importance of programs creating alumni associations cannot be over­
emphasized. Alumni sssociations become vehicles to create networks of community
experts who help each other and enable all to engage in continual learning.
‹
There is a need for research—not only longitudinal studies of law enforcement
leadership but also data-based white papers.
Emerging Leadership from an Outsider’s Perspective
To ensure that those involved in leadership development in public safety understand what
the generation of emerging leaders see as their developmental needs, a panel of high level
managers from the private sector provided their perspective on leadership development and
what, in their view, needs to be accomplished.
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Leadership for Public Safety I: A National Conversation 2009
This panel clearly identified with key points in the discussion regarding the need to ensure
that education and development are maintained at a practical level and also distributed down
through the ranks. Other feedback included:
‹
Begin to build leadership tracks as soon as officers exit the academy. One example
might be a week of shadowing experiences with senior officers.
‹
Incorporate leadership training so that everyone in the department has access to
leadership opportunities and that leadership opportunities literally permeate the
environment.
‹
Demonstrate a willingness to collaborate and seek mentoring and coaching to create
better leadership in the police department. Networking—within the department as
well as outside the department—is imperative.
‹
Seek opportunities outside of the classroom for real life learning.
‹
Boost morale by branding the department’s mission. Example:“Do you have what it
takes to wear the star?” Branding changes how people see themselves and how they
perform in their jobs.
‹
POST involvement is critical.
‹
Capture the thoughts of the brilliant people in leadership:This should include not
just law enforcement but the private sector as well.
‹
Recognize the need for committed officers. Encourage and support their passion.
‹
Understand that community engagement and police leadership are interconnected.
‹
Utilize cheap, accessible, and web-based media, particularly for engaging younger
officers as well as the community.
‹
Develop common standards and expectations for formal leadership.
‹
Cut duplication, spread money, and share ideas.
‹
Value the need for leaders to stay current with opportunities and new technologies,
like social networking.
‹
Get outside the comfort zone and push toward excellence.
‹
Tie desired behavior to rewards system in the COPS Office model.
‹
Bring community and police together to learn. Outside opinions are critical. Perhaps
assign police to the private sector for learning purposes.
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Leadership for Public Safety I: A National Conversation 2009
What Makes a Leader?
Bob Wasserman—Executive Director, Strategic Policy Partnership—a long-time student
of public safety leadership, discussed how his work with many chiefs, some of whom were
truly exceptional leaders, has influenced his thoughts about leadership and leadership
development.
There is no universal leader model to point at, because some chiefs may be very
successful in some settings but not in all.Thus, a goal of leadership development needs to
promote an understanding of the characteristics of a chief ’s complex environment and an
understanding of what gets them to the state that leads to their success. Further, there needs
to be an understanding of why some who are successful in one environment may not be
successful in others.
A leader influences others to accomplish an objective and makes complex decisions. In
addition to having an objective character—plus knowledge and skills—all great leaders
have had role models and learned from what they saw. Consequently, as wonderful as
training programs can be, it’s the culmination of those experiences over time that create
successful leaders.
The best leaders:
‹
Learn from experience, take risks, and make mistakes
‹
Tend to be introspective; they think about what is going on around them and the
implications for their job
‹
Have a “vision” of what should be and can communicate the vision and bring people
toward common objectives
‹
Are in it to make a difference for others and not for themselves.They tend to have a
more sophisticated sense of what the police role should be
‹
Keep in touch with how officers feel about things and seek out information to
understand how they view the world. How do work force issues affect their lives, the
community, their view of policing, and of the department?
‹
Recognize that culture changes and so does the work force.They comprehend the
need to understand how people, as well as the police, see their worlds and learn to
communicate in a way that makes sense to them.
‹
Recognize that not everyone can be a leader. Some models test this out; such as in
Scotland Yard where to move up you have to compete in a stringent process to be
accepted for training to be chief constable.
‹
Understand that other experiences are important to the development of leaders, and
mentoring is particularly important
— 19 —
Leadership for Public Safety I: A National Conversation 2009
‹
Recognize the strong impact that race has on society and in the community.Within
that context, leaders must understand the dynamics of issues such as firearms and
use of force; crime control; urban policy; investigation of complaints; impact of
technology.
‹
Are able to address issues related to homeland security
Key issues that will impact the success of a leader include:
1. Political environment
2. The initial approach taken when coming into a new position. It will make a big
difference in the level of success they achieve.
3. The kinds of mentors who are in place to help think through issues, particularly
diversity
4. Their level of sophistication on issues of complexity
In summary, leadership development is a slow process that occurs over time. Role models,
knowledge of field, understanding complexity of situations, and separating ego from
leadership are all critical. Development cannot be limited to one course, and there is a need
for standards, not just courses. Lots of leadership training is useful but it would be equally
useful to develop a matrix outlining levels of learning required for preparation to be a leader.
— 20 —
Leadership for Public Safety II: A National Conversation 2010
Leadership for Public Safety II: A National Conversation 2010
Participants at the second Roundtable on Leadership for Public Safety were welcomed by
Dr. Judith Kornberg, Dean of the Office of Continuing and Professional Studies at John Jay
College, who, in turn, introduced COPS Office Supervisor of Partnership Development
Katherine McQuay. Presentations on political issues in police leadership and strategic/
performance management issues were delivered by Frank Straub, Ph.D., Director of Public
Safety, City of Indianapolis, Indiana, and Jon Shane, Ph.D., Assistant Professor, Department of
Law, Police Science and Criminal Justice Administration at John Jay College, respectively.
Facilitated discussions were followed by the luncheon speaker: Anthony Conelli, Ph.D.,
CEO,The Empowerment Schools Organization, NYC Department of Education (DOE),
who focused his presentation on the connection between The Empowerment Schools
systemic support methodology for superintendents, principals, and teachers, and the
importance of providing leadership training for effective policing.The key to both, he said, is
empowering individuals through collaborative education and communication.
Presentations by Timothy Turner, Ed.D., Inspirational Leadership, LLC, Commander
Brandon del Pozo, NYPD 50th Precinct and Maria (Maki) Haberfield, Ph.D. Professor,
Department of Law, Police Science and Criminal Justice Administration at John Jay College,
addressed additional issues and emerging trends in police leadership; i.e., ethics, emotional
intelligence, and the effect of a recession on leadership.
Helping Public Safety Leaders Deal with Political Issues
Frank Straub, Ph.D., Director of Public Safety, city of Indianapolis, likes to compare police
leaders to contestants on the television series Dancing with the Stars.They have to compete
in a political environment that is always shifting due to changes in management, legislative
bodies, finances, community support, and media bias.
Dr. Straub said that, initially, the interview and hiring process is like a courtship, with
government leaders wooing a candidate to take the job. Once he or she is in the position,
it is necessary to learn how to dance with the stars. Moreover, the media thrives on tension
among the leading players, which might include the fire department and unions as well as
elected city officials. Straub emphasized that we do not train our leaders enough about this
political dance, and often they are blindsided by it.
Dr. Straub shared his personal leadership experience with the Department of Public Safety
in White Plains, New York where he had been the commissioner for more than seven years.
Toward the end of his tenure, at the outgoing mayor’s request, he successfully negotiated a
contract for the fire and police unions with the City of White Plains.When the new mayor
took office, he asked Dr. Straub to absolve the contract despite the fact that it was saving the
city in overtime payments and was supported by the service unions.
— 21 —
Leadership for Public Safety II: A National Conversation 2010
After much deliberation and consultation, Dr. Straub decided he could not ethically do as
he was instructed by both the mayor and the city council, and he decided to resign. Straub
then wrote a detailed letter stating his case to the council, but was served with a termination
notice the same day. Local media covered the controversy in detail. Straub reiterated to the
Roundtable participants that no one is prepared for this type of politics.
He then asked the rhetorical question:“What do you do as a leader in this situation when it
impacts your family and colleagues?”
His response? “In the end, we get paid to do what is right regardless of how it impacts your
personal life.”
Facilitated Discussion
‘
How does leadership training prepare us for the politics inherent in the job?
‘
Does success require a certain personality to deal with the politics?
A robust discussion ensued with many participants corroborating Dr. Straub’s story with
similar ones of their own. Other trends in the political dance were cited:
‹
Politics is affecting police on the street because of easy access to information via
technology like cell phone cameras and YouTube.
‹
In leadership development, officers are taught how not to take on the role of heir
apparent.
‹
Sheriffs might be helpful in mentoring police chiefs on how to balance the job with
politics since they are elected officials, not appointed.
‹
At the Executive Development Institute, Sykesville, Maryland, panel discussions are
conducted with police chiefs who have changed from one jurisdiction to another for
their perspective on dealing with politics.
‹
The position of police chief is a limited-time job.
Moving Forward
1. Police chiefs need to be given annual contracts that specify responsibilities and time
limits to better prepare them for termination.
2. Chiefs need to be trained how to work with transitional political leaders, activists,
and the media while preserving their integrity and building a strong support staff.
— 22 —
Leadership for Public Safety II: A National Conversation 2010
Management Issues: Moving Beyond Command and Control
The command and control methodology is still the standard, and other ways to remedy
situations are often not considered. Such obedience to order can potentially foster
insubordination and passivity and usually does not promote creativity. Full implementation
of community policing can be hampered by using only the command and control
management style.
The paramilitary approach that is emphasized in the command and control paradigm
can neglect the fact that police and soldier development are completely different. Law
enforcement departments need to emphasize strategic management and accountability. It
is critical to create a business plan to map out how police agencies can achieve their goals
and periodically evaluate their progress. It is also important to write annual reports detailing
achievements and obstacles and share them with constituents.
Police forces can be closed operational systems. Because there is no national pension system,
mobility for law enforcement officers is limited.
Facilitated Discussion
Roundtable participants shared the following trends and potential solutions to the these
problems:
‘
The matrix used in California reflects public image and police legitimacy over
performance outputs.
‘
Police departments have trained the public to view quantity over quality with respect to
policing; and the media often propagates this message. Fortunately, some departments
are crafting their own messages to the public to educate them about their activities in a
manner that goes beyond daily arrest statistics.
‘
Some departments and training facilities have moved beyond command and control.
The Caruth Police Institute in Dallas,Texas, for example, promotes creativity with first
star chiefs.The Center for Creative Leadership in Greensboro, North Carolina, uses the
theme “a boundary is a barrier or frontier for innovation,” in their teaching approach.
Moving Forward
1. Police chiefs need more education about performance standards, accountability, and
qualitative evaluation.
2. There has not been sufficient discussion of evidence-based research.
3. Media/public need to be educated via performance-focused qualitative information.
4. Command and control and strategic/performance management methodologies need
to be integrated into a multilateral approach to developing new leaders and inspiring
them to create more productive and rewarding work cultures.
5. New leaders need to be educated about developing, managing, and rewarding
subordinates to increase their performance standards and measurable outcomes.
— 23 —
Leadership for Public Safety II: A National Conversation 2010
Empowerment Training for Police Officers
Anthony Conelli, Ph.D., chief executive officer,The Empowerment Schools Organization,
NYC Department of Education (DOE), focused his presentation on the connection
between The Empowerment Schools systemic support methodology for superintendents,
principals, and teachers, and the importance of providing leadership training for effective
policing.The key to both, he said, is to empower individuals through collaborative education
and communication.
The roots of the Empowerment Schools Organization began in 2004 when the chancellor
of the NYC Department of Education reorganized the city schools into new districts and
was not satisfied with the results.The chancellor created the Autonomy Zone as a way of
enabling schools to become independent, but, in return, they would have to become more
accountable for student progress, measured through annual progress reports. Low performing
schools started to improve as reports clarified areas that needed attention.
Additionally, parent-student-teacher surveys were developed to assess the overall quality of
the schools and teacher performance.These evaluation mechanisms led to the creation of
network teams and network leaders who helped monitor and facilitate effective leadership
from the principals.They collectively developed strategies for managing issues. Network
leaders had tremendous influence, but no actual power as that is the role of the principal.
Rather, their role was to help build a culture of collaboration and break the culture of
isolation that principals often experienced.The network leaders learned how to engage
people in a system of accountability that would ultimately lead to higher performing schools.
In 2006, the Empowerment Schools Organization created inquiry teams to help support
teachers and inspire them to work together. Simultaneously, the Organization began
exploring ways to sustain these support entities while continuing to grow this culture of
collaboration.They realized they needed to train more facilitators to conduct professional
development activities onsite to encourage ongoing learning, reflecting, and refining of
the systemic change that was taking place within each of the school districts.Through this
train-the-trainer program, more groups of support people have become involved in the
collaborative culture and see their roles as leaders of a concerted effort striving for better
quality schools and student performance.
Being strategic about staff retention and leadership training is critical.The DOE developed
programs for aspiring network leaders, superintendents, and network team members;
successful participants are now in the pipeline to move into these respective roles.The entire
NYC Department of Education has realigned itself to this system. As a result of this systemic
change, the high school graduation rate in NYC has gone from 50 percent to 63 percent.
— 24 —
Leadership for Public Safety II: A National Conversation 2010
Facilitated Discussion
Good leaders are only as good as the support teams
they manage. Among the comments:
Compstat is a process by
which crime is reduced
through systematic
data collection, crime
analysis and heightened
accountability. (Compstat
In Practice: An In-depth
Analysis of Three Cities,
J. Willis, S. Mastrofski,
D. Weisburd, The Police
Foundation, 1998)
‘
It can be more difficult to measure productivity
in law enforcement because of COMPSTAT;
however, greater clarity of expectations and
creation of assessment checkpoints help define
areas of strengths and weaknesses so that
improvements can be made.
‘
As far as retention of new teachers is concerned,
according to research, salary is not the number
one issue that keeps young teachers in the field;
rather, it is ownership of their work and personal
recognition.The current trend is for young graduates to teach for a limited amount of
time and use that experience as leverage for the next career step.
‘
The Empowerment Schools Organization shares best practices by conducting cluster
rounds—where support networks and teachers share and observe each others’ practices.
While it is important to share best practices, it has to be reviewed within the greater
context of the systematic process and working environment under which it is occurring.
‘
The Department of Education has a matrix designed for operational success but not for
leadership performance. Networks and teams are accountable for their roles as support
facilitators within the collaborative culture.
‘
Regarding staff sustainability within a changing environment of leaders, this system is
working because it is now institutionalized city-wide.
Addressing Ethical Issues in Police Leadership
Ethics involves individual behavior that helps police officers delineate the amount of force
needed to gain control over a given situation.There are two types of decision-making strategies:
1. Command decisions, where an individual makes a decision on the spot.
2. Delegate decisions, where an individual’s staff determines the action to take.
Ethical conduct helps preserve the integrity of the agency and its legitimacy.The public
needs to know that their local law enforcement agency is ethical and legitimate in their
standard of practice.Then, the public will be more likely to work with officials as needed. It
is important to cultivate good virtues, which can help make good leaders.
Police departments teach police officers honesty, transparency, consistency of policy, and
forthrightness. Departments should reward honest behavior and encourage leaders to
accept responsibility for errors when they occur. Ethical training should start at the level
of mid-level leaders, starting with sergeants, to enable leadership development and, in turn,
empower sergeants to teach it to their law enforcement officers.
— 25 —
Leadership for Public Safety II: A National Conversation 2010
Facilitated Discussion
A lively discussion of national trends and gaps ensued. Noted trends included:
‘
Probationary periods must be taken seriously.
‘
Ethical standards can differ in urban, suburban, and rural areas of the country, as well as
in the northeast corridor.
‘
The accepted virtues of an agency will impact the individual code of conduct.
‘
When consistency/transparency is promoted in an agency, officers will act ethically.
Moving Forward
1. There is a need to integrate virtual ethics into every level of command.
2. Value-based problem solving should be taught in police academies nationwide.
3. Probationary periods need to be adhered to and reviewed seriously before
permanently hiring or promoting officers. Behaviors need to be observed to see how
individuals respond under stressful situations before their positions are solidified.
4. Hiring standards cannot be lowered and supervisors cannot be afraid to fire people
during or after probation.
5. Agencies cannot be afraid to investigate unethical police officers.
6. Agencies and supervisors need to take charge of the definition of ethical police
officers and promote it.
Examining Emotional Leadership
Leadership is about change, and an individual creates change because of how he/she hopes it
will make him/her feel. Intuitive leadership is emotional. Individuals cannot make decisions
without being influenced by their emotions.The ability to monitor emotions and read the
emotions of others impacts the choices made.Thus, social awareness of others’ feelings and
interpreting their nonverbal communication are critical to the decision-making process.
Also important is the ability to manage personal strengths and weaknesses, especially stress
management and impulse control, while managing others. For law enforcement leaders, selfmanagement becomes part of their ethics.
Reflection, education, and training that is integrated with the study of emotional
intelligence (EI) is needed to break bad emotional habits and improve leadership
characteristics. Attendees were asked to consider the following:
‹
Who were your best and worst bosses? Which adjectives would you use to describe them?
‹
How did they make you feel?
— 26 —
Leadership for Public Safety II: A National Conversation 2010
There are many biological and environmental conditions that affect feelings. Adrenalin, for
example, is a natural chemical that increases and decreases depending upon one’s emotional
capacity to manage stress. According to The Badge Of Life Organization, the police officer
suicide rate in 2010 (17/100,000) falls between the general public suicide rate (11/100,000)
and that of the military (20/100,000). Officers need to be taught methods to cope with
difficult situations—such as deep breathing and visualizations—especially since the law
enforcement work force has a high rate of suicide and an increasing rate of post-traumatic
syndrome among the Gen X population.
The FBI National Academy measured 21 Emotional Intelligence categories in new recruits
and compared their responses to the general public. Law enforcers were found to rate
highest in stress tolerance, reality screening, independence, and assertiveness. It is important
to be able to moderate independence and assertiveness and adjust them in response to the
situation at hand. In general, law enforcement officers have high levels of understanding and
low levels of empathy as compared to the general public, however, some officers did rate
higher in empathy and interpersonal relationships.
Other responses revealed that lifetime learners tend to have higher EI scores, especially
those who like to read. Bigger agencies and higher-level promotions showed decreases in
EI because of the isolation factor. Furthermore, longevity decreases EI, because those who
remain in a position for too long can lose their edge.These findings reinforce the need to
constantly monitor and improve EI through learning. In conclusion, all leaders should be
good listeners and focus more on their circle of concern, rather than their circle of influence.
Facilitated Discussion
Participants were asked what they might learn from this information about EI and
leadership. Among the comments:
‘
The overriding commonality among all the presentations is the importance of
communication.
‘
There is no one-size-fits-all approach to leadership training. Ultimately, individuals have
to choose which techniques work best for them.
‘
The value of this discussion is to ask bigger questions and be more reflective.
Exploring Police Meta-Leadership
Meta-leadership is a new brand of leadership that challenges individuals to think and act
cooperatively across organizations and sectors. Meta-leaders operate outside the scope of
their traditional professional boundaries, providing inspiration, guidance, and momentum for
a course of action that spans organizational lines. Furthermore, meta-leadership serves the
following functions:
1. As a critical component for effective emergency preparedness and response;
2. As a comprehensive organizing reference for integrating many facets of leadership;
— 27 —
Leadership for Public Safety II: A National Conversation 2010
3. As a strategy to engage collaborative activity;
4. As a cause and purpose to improve community functioning and performance.
Meta-leadership emphasizes collaboration among leaders.The critical police training
activities to implement even during a recession are:
‹
Subscribe to periodicals like Law and Order, Police, and Police Chief that provide
training tips well suited for roll-call training facilitated by first-line supervisors
‹
Join professional law enforcement training associations
‹
Join academic associations such as the American Society of Criminology and
Academy of Criminal Justice Sciences
‹
Adopt a college, preferably one with a criminal justice major
‹
Adopt a professor, preferably an untenured one
‹
Provide the right environment so that every officer is a training officer
— 28 —
Leadership for Public Safety II: A National Conversation 2010
Meta-Leadership
Meta-Leadership reframes the process and practice of leaders. It has three functions:
1) A comprehensive organizing reference to understand and integrate the many facets
of leadership
2) A strategy to engage collaborative activity
3) A cause and purpose to improve community functioning and performance. There are
five dimensions to the learning and practice of meta-leadership:
The Person of the Meta-Leader: Emotional intelligence: self awareness and selfregulation. The capacity to confront fear, which takes you to your emotional “basement.”
Meta-leaders lead themselves and others out of the “basement” to higher levels of
thinking and functioning.
Situational Awareness: With often incomplete information, the meta-leader creates a
broad “frame of reference”—used to determine what is happening, and the presenting
choice points—and then charts and meta-leads a course of action, effectively recruiting
wide engagement and support.
Leading Your Silo: The meta-leader triggers and models confidence, inspiring
others to excellence. The meta-leader drives the learning curve to elevate quality
and performance, encouraging strong, effective subordinates who themselves further
galvanize cross-silo connectivity.
Leading Up: Validating the power–command equation, the meta-leader effectively
“manages the boss.” Effective communication, and being a great subordinate are
critical, especially when subject matter experts report to and guide political, business,
and community leaders.
Leading Cross-Agency Connectivity: Meta-leaders strategically and intentionally
devise cross-silo linkages that leverage expertise, resources, and information across
the spectrum of public agencies and private constituencies, integrating and thereby
optimizing capacity and response.
Leading Up & Leading Down together are Vertical Connectivity.
Leading Across Silos is Horizontal Connectivity.
www.metaleadershipsummit.org/leadership/practice/dimensions.aspx
— 29 —
Next Step: Filling the Gaps
Next Step: Filling the Gaps
The examination of leadership development for law enforcement through a series of
roundtables hosted by the COPS Office and John Jay College revealed that while there are
a host of leadership training venues and resources, the availability of that training, and an
understanding of what works, is far from universal. In many instances, old models, such as
command and control, still prevail. In others, there is training available, but not always the
opportunity to employ what was learned.
Presentations from a host of experts on emerging issues and the resultant discussions also
revealed a host of gaps that currently exist—from a more universal understanding and
acceptance of police ethics to the development of a leadership matrix that depicts different
levels of learning and describes the focus of available leadership programs.
It is important to take advantage of the name recognition of the COPS Office and build
on the convener/facilitator role that the COPS Office has taken on over the years. Use
approaches identified with Community Policing to foster a better understanding of the
dynamics of change. Partnerships are key to advancing the field and improving the day-to­
day problem-solving paradigm. Strategic partnerships provide positive change results in the
following manner:
‹
Inform and promote change from the top down
‹
Propagate cultural change internally/externally among partnering agencies
‹
Change how police do business
‹
Initiate more collaborative engagements with the community
‹
Decrease and prevent crime
‹
Enhance overall public safety
However, achieving these changes is not easy, because sustaining partnerships requires its
own commitment and skill sets. For example, sustaining partnerships relies on selectivity of
partners and issues that best serve them. Other suggestions include:
‹
Make sure partnership choices are made to bring varying perspectives to the collaboration to increase the value of the partnership.
‹
Provide continuity and ongoing follow-up rather than create a one-time event.
‹
Clearly define roles and responsibilities to attain partnership goals and optimum results.
‹
Have a willingness to explore other methodologies—outside the comfort zone—to
increase the likelihood of successfully sustaining partnerships.
Other critical components include putting aside differences for the greater good of the
collaboration, promoting interactive engagement versus functioning in silos, and instituting
mutual accountability.
— 30 —
Next Step: Filling the Gaps
The important questions to be asked regarding the role of new leaders:
‹
Who are they?
‹
How do we prepare them?
‹
What are their biggest challenges for the future?
Reflection/introspection versus command and control discussions were a reoccurring
interest, along with: developing alumni associations and networking vehicles; building a
shared database for publications and research; conducting a longitudinal law enforcement
leadership study; and creating a Public Safety Leadership Matrix.
The Roundtable on Leadership for Public Safety brought the top trainers in the country
together, including representatives from Harvard and Johns Hopkins Universities, who all
agreed that this topic warranted more discussion.
Emerging leadership issues needing further attention are:
‹
Integrating Leadership Development Tracks into Academy curriculum and start training
new public safety leaders earlier in their education pipeline
‹
Insuring equal access opportunities for leadership training among all people regardless
of their gender, race, ethnicity, and economic background
‹
Implementing more collaboration, mentoring, coaching, and shadowing experiences
‹
Incorporating experiential/real life learning into leadership training
‹
Continuing to involve POST in this national effort
‹
Increasing the interconnectedness of police leadership and community engagement
‹
Growing the COPS Office mission via increased branding and public-private partnerships
‹
Developing a matrix that is inclusive of leadership philosophy, training methodologies, and programs, resources, and costs ‹
Creating a step-by-step Leadership Development Guidebook that is updated annually
‹
Establishing a Global Resource Bank to house critical leadership publications and data
‹
Developing a National Leadership Advocacy Group to advance information sharing
and problem-solving
‹
Recognizing up-and-coming leaders and providing mentoring opportunities for them
‹
Ensuring diversity by reaching out to multi-cultural groups and women
‹
Building partnerships to engage the community in the leadership development process
‹
Creating standards for training and requiring them to be met in order to earn promotions
‹
Developing Multi-city Leadership Exchange Programs to learn lessons from others
‹
Developing an evaluation system to monitor, track, and assess leadership effectiveness
— 31 —
Appendixes
Appendixes
Appendix A
Leadership Programs
Australian Institute of Police Management
Program
Graduate Diploma of Executive Leadership (Policing and Emergency Services)
Courses include:
‹
Contemporary Leadership
‹
Power, Politics and Policy Development
‹
Executive Leadership Development
‹
Strategic Policy Review
http://www.aipm.gov.au/#nogo
California POST
Program
Command College Leadership Program
18 months in duration, this program is based on strategic management and how you can influence scenario-based event
outcomes through transition management. Students focus on contributing to a body of thought and are required to produce
an article worthy of being published. The program focus is to provide lieutenants and above with a perspective that they don’t
have when they are promoted to middle management.
Other POST leadership programs include an 8 month First Line Supervisor program that is open to sergeants and above. It is
discussion-based and integrates leadership, ethics, and community policing. That focus also has been introduced into basic
academy training over the past 4 years, and into the Supervisory Leadership Institute, an 8 month program with 24 days of
facilitated discussion and an intensive workload based on a leadership, ethics, and community policing curricula.
http://post.ca.gov/command-college.aspx
Caruth Police Institute (CPI), Dallas Police Department
The Dallas Police Department partnered with the University of North Texas to create an academic campus within the police
department. As such, it brings academics into the department, in contrast to sending officers out to academic institutions
or away from the workplace for extended periods of time, and creates openness to conducting and using research. The CPI
is based on the belief that leadership cannot be developed via short term seminars. Rather, leadership development needs
to start the minute a person is hired. Focused on leadership for large urban policing, CPI offers supervisory, mid-level and
executive training, and brings in CEOs from large companies based in Dallas to help with leadership development. Currently,
CPI is working on getting academic credit for their offerings so that police officers can complete their college degree through
classes geared toward their career development.
http://cpidallas.org/
— 32 —
Appendixes
Center for Creative Leadership
Core (Open-Enrollment) Programs
Leadership at the Peak
Leadership Development Program
Maximizing your Leadership Potential
Leadership Fundamentals
http://www.ccl.org/leadership/programs/index.aspx
Center for Creative Leadership
Specialized Skill Development Programs
Developing the Strategic Leader
Leading Teams for Impact
Innovation Leadership
http://www.ccl.org/leadership/index.aspx
Charkes Sturt University (Australia)
Programs
Master of Leadership and Management (Policing)
Graduate Diploma of Leadership and Management (Policing)
Graduate Certificate in Leadership and Management (Policing)
Courses
Policing Practice: Dynamics and Development
Effective Operational Command
Effective People Management
Police, Public and the Media
Corporate Governance and Accountability
Planning and the Management of Change
Executive Leadership
http://www.csu.edu.au/courses/postgraduate/management_policing/course-overview
Dalhousie University College of Continuing Education
Program
Police Leadership Certificate /Advance Police Leadership Certificate Program
Successful completion of any two courses within a concentration area, plus Police Leadership and Management
Development, will qualify the student for a Police Leadership Certificate specializing in a concentration.
http://collegeofcontinuinged.dal.ca/Continuing%20Management%20Education/Police%20Leadership/Certificate_Program.php
— 33 —
Appendixes
FBI Leadership Development Institute (LDI)
Programs
External Leadership Programs
External Leadership Programs are provided for local law enforcement professionals. The FBI perspective promoted throughout
all FBI training is based on the belief that the best leaders learn from their mistakes. Hence, there is a focus on both
professional and personal leadership which also builds in emotional intelligence as a component of leadership. Leadership is
action, making a difference, and leaving a legacy.
National Academy (NA)
Local law enforcement practitioners collaborate and learn from each other. LEEDS provides leadership training to groups with
50-500 sworn strength. National Executive Institute (NEI) is the flagship program and provides leadership development to law
enforcement executives from departments with 500 and above sworn strength.
http://www2.fbi.gov/hq/td/academy/ldi.htm
Federal Law Enforcement Training Center (FLETC)
Programs
Law Enforcement Leadership Institute
Law Enforcement Manager Training Program (LEMTP)
http://www.fletc.gov/training/programs/law-enforcement-leadership-institute
Leadership Through Understanding Human Behavior Training Program (LTUHB)
To provide law enforcement leaders with a training vehicle that can help them develop more effective workgroups and
teams. workgroup and team members develop a better understanding of themselves, interpersonal dynamics and how their
strengths, weaknesses and roles within workgroups and teams affect mission outcomes. Participants learn how to adapt
and capitalize on each other’s strengths in order to have more effective mission outcomes. The program is designed to be
customized based on specific needs of the customer.
Leadership Through Understanding Human Behavior Training Program (LTUHB)
Curriculum includes: Understanding Behavioral Diversity (DISC): Attitudes / Values and L/E Ethics (4 hrs.); Communication
Skills (4 hrs.); The One Minute Manager/SL®II (8 hrs.)(Blanchard); Leadership Application Exercises (4 hrs.)
www.fletc.gov/training/programs/law-enforcement-leadership-institute/leadership-through-understanding-human-behavior­
training-program-ltuhbtp/
Situational Leadership® II for Law Enforcement Training Program (SLTP)
This program teaches the leadership model developed and perfected by Dr. ken Blanchard, and his colleagues at The ken
Blanchard Companies. The FLETC Law Enforcement Leadership Institute (LELI) and The ken Blanchard Companies have
collaborated to customize the program for law enforcement leaders and managers. It provides a unique opportunity for law
enforcement professionals to not only refine their supervisory and leadership skills, but more importantly, to use SL® II to
develop their people.
www.fletc.gov/training/programs/law-enforcement-leadership-institute/situational-leadership-aeii-for-law-enforcement­
training-program-sliitp/
— 34 —
Appendixes
Florida Criminal Justice Executive Institute
Programs
Chief Executive Seminar
Executive Leadership Seminar
Senior Leadership Program
Executive Future Studies Program
Florida Leadership Academy
Continued Executive Development
‹ To deliver educational programs for Florida criminal justice executives
‹
To deliver seminars, workshops and other advanced programs for criminal justice professionals
‹
To conduct research in areas of interest to criminal justice issues
‹
To facilitate communication, networking and mentoring throughout the criminal justice system
‹
To increase the effectiveness of education for the Florida criminal justice system through the application of
technology
www.fdle.state.fl.us/Content/getdoc/508f8695-2877-4b83-bf11-01222c0248ee/FCJEI-Home.aspx
George Washington University College of Professional Studies
Program
Master of Professional Studies degree in Security and Safety Leadership (SSL).
Graduate Certificate in Safety Leadership (18 credits): Strategic Planning and Budgeting; Inter-Agency Cooperation;
Emergency Management and Crisis Communication; Managing the Politics of Leadership; Strategic Change Leadership;
Methods of Analysis in Security.
http://nearyou.gwu.edu/ssl/index1.html
Harvard University, John F. Kennedy School of Government
Programs
Executive Sessions
Designed to discuss current status of issues in government management, these sessions are a flagship offering. The sessions
meet twice a year over 3 years.
www.hks.harvard.edu/programs/criminaljustice/research-publications/executive-sessions
Mid-Career Master in Public Administration
www.hks.harvard.edu/degrees/masters/mc-mpa
— 35 —
Appendixes
International Association of Chiefs of Police (IACP)
Programs
Leadership in Police Organizations TM (LPO) and Leadership in Public Safety Organizations TM (LPSO) programs
The 3-week model course, 1 week a month over 3 months, focuses on the systematic development of leaders at all levels
of an organization. The 3-week course emphasizes applied learning; is very interactive and utilizes small group case studies,
videos, role playing and class exercises to reinforce learning.
www.theiacp.org/Training/LeadershipinPoliceOrganizationCourses/tabid/146/Default.aspx
Train the Trainer
Train the trainer program of 10 days for those departments wishing to develop their own instructors for continuation of the
program at the local level.
www.theiacp.org/Training/LeadershipinPoliceOrganizationCourses/tabid/146/Default.aspx
Customized Leadership in Police Organizations TM (LPO) programs
One week customized LPO programs for field training officers, command staff, and the specific needs of the department.
www.theiacp.org/Training/LeadershipinPoliceOrganizationCourses/tabid/146/Default.aspx
John Jay College of Criminal Justice
(The NYC Council and with the mayor’s support authorized John Jay College of Criminal Justice, CUNY to partner with the
NYPD to offer this program)
New York City Police Studies Certificate Program
Provides eligible NYC uniformed police personnel with four credit bearing college courses designed to give NYPD participants
an understanding of the multicultural population they serve as well as an enhanced capability for service-orientated
leadership in the supervisory ranks. The program is free for sworn NYPD uniformed members of the service.
www.jjay.cuny.edu/academics/730.php
Johns Hopkins University, Division of Public Safety Leadership
Programs
Police Executive leadership Program (PELP)
PELP provides an intense course of study for law enforcement, public health, fire services and EMS student practitioners.
Master of Science in Management
Regional Field Commanders Forums
Criminal Justice Forum
http://psl.jhu.edu/programs/
— 36 —
Appendixes
Josephson Institute
Program
Center for Policing Ethics
Training courses to help police officers, managers, and administrators perceive, prevent, and resolve ethical problems. Some
of the issues addressed:
‹
Real and perceived racism; Screening and hiring for character
‹
Proper and improper uses of deception
‹
Recognizing and dealing with loyalty conflicts
‹
Dealing with abusive citizens and offensive conduct
‹
Limitations on the use of force
‹
Sexual misconduct
‹
Building and upholding credibility and public trust
http://josephsoninstitute.org/policing/
Law Enforcement Foundation Police Executive Leadership College
Program
Police Executive Leadership College
The Police Executive Leadership College (PELC, pronounced “pelk”) is a 3-week course presenting key executives leadership
topics.
www.lef-oh.org/projects/pelc.html
Law Enforcement Management Institute of Texas
Program
The Texas Police Chief Leadership Series
(40 hour legislatively mandated management course for police chiefs in Texas)
The program is specifically designed to assist police administrators in developing their leadership skills and to help them recognize those factors that impact the effectiveness of law enforcement agencies. Instructors consist of nationally recognized experts in each area of the curriculum to provide the highest caliber of instruction available.
www.lemitonline.org/tpcls/index.php
Marquette University
Online Graduate Certificate Program
Law Enforcement Leadership and Management
12 credit hours: Policies in Policing; Legal Issues in Law Enforcement; Economics and Budgeting of Policing; Police
Leadership and Ethics
www.marquette.edu/cps/graduate_certificates_law_enforcement.shtml#CJAD6510
— 37 —
Appendixes
Maryland Police and Correctional Training Commissions Executive Development Institute
Programs
Executive Development
‹ The Leadership Challenge Program
‹
Leadership Challenge Mentors
CEO Programs
‹ Senior Management Seminars
‹
Career Track Certificate Program
‹
Corrections for the 21st Century
‹
Executive Seminars
www.dpscs.state.md.us/aboutdpscs/pct/edi.shtml
Foundations of Leadership
Utilizing a Collaborative Learning Model, participants work together in small cohorts throughout the program, discussing
critical leadership issues, conducting research, engaging in classroom exercises and self-assessment activities, preparing
case studies unique to public safety leadership, identifying practical solutions to real-world challenges through simulations
and on-the-job assignments, and creating a capstone presentation for their peers.
www.mdle.net/FOL.htm
Naval Post Graduate School
Program
Masters Degree in Homeland Security
18 months of blended education with 2 weeks per quarter spent on campus. The rest of the program is delivered on line and
a completion of a thesis is a graduation requirement. Only one course in the Masters Program focuses on leadership per se.
http://www.nps.edu/Academics/Schools/SIGS/DegreeProg/Academics.html
Executive Leaders Program
The Executive Leaders Program meets 4 weeks of the year, and the Mobile Education Team (MET) for governors and mayors are highly specific to leadership issues and the goal of creating a collaborative leadership model.
www.chds.us/
Northwestern University
Programs
Center for Public Safety, Management Training Division
‹ Senior Management Leadership Program
‹
Executive Decision Making Program
‹
Executive Management Program
‹
School of Police Staff and Command
‹
Supervision of Police Personnel
http://nucps.northwestern.edu/division/managementtraining.asp
— 38 —
Appendixes
Ohio Association of Chiefs of Police and the Law Enforcement Foundation Program
Certified Law Enforcement Executive Program
Modules in Ethics and Change Management form the core of the curriculum, with others addressing:
‹
Vision
‹
Mission and Organizational Values
‹
Facilitating Productive work Teams
‹
Strategic Planning, Interpersonal Skills
‹
Resource Allocation and Utilization
‹
Managing the External Environment
http://www.lef-oh.org/cleehm.html
Roger Williams University
Program
Command Training Series: Executive Development Course
Topics include: Reflective Leadership; Research and Policy Development; Strategic Thinking and Planning; Understanding
the Role of External Information and Individuals in Police Executive Decision Making; Budgeting; Legal Issues; Labor and
Management Relations; Organizational Culture & Change Management; Ethical Decision-Making; Managing the Political
Environment, a Chief’s Perspective; and Communication for the Executive.
www.rwu.edu/sites/sjs/jstri/execdevnov2010.aspx
Seton Hall University College of Education and Human Services
Police Graduate Studies Program: Master of Arts in Human Resources Traning and Development
www.shu.edu/academics/setonworldwide/mahrtd
Southern Police Institute (SPI)/University of Louisville, Dept. of Justice Administration/National
Sheriff’s Assocation
Program
12 week Administrative Officers Course (AOC)
Providing a comprehensive and challenging education experience to enhance the professional and personal lives of students,
this is a residential program that is offered twice a year and grants 12 graduate credit hours that can be applied to an online
Masters program.
http://louisville.edu/spi
— 39 —
Appendixes
Thayer Leader Development Group (TLDG)
Program
West Point Leadership Program
Coaching in the following areas:
‹
Strategic tools for effective leadership
‹
Leading in times of crisis
‹
Successfully managing people
‹
Managing individual and organizational change
‹
Building high performance teams
‹
Leadership development
‹
Moral-ethical leadership
www.thethayerhotel.com/meetings/leadership-team-building-program/leadership-courses
The Public Safety Leadership Development Consortium
Program
Kentucky Leadership Institute
‹ Academy of Police Supervision
‹
Criminal Justice Executive Development
‹
School of Strategic Leadership
www.publicsafetyleadership.net/kLI.html
University of Central Florida Department of Criminal Justice
Program
Graduate Certificate in Police Leadership
Provides a theoretical and practical knowledge base for the law enforcement executive in criminal justice, public
administration, or social work. Two required courses (Foundations of Law Enforcement and Policy Analysis in Criminal Justice)
and two electives (12 credits).
www.graduatecatalog.ucf.edu/programs/Program.aspx?ID=1124&program=Police%20Leadership%20Certificate
— 40 —
Appendixes
University of Leicester (UK)
Program
Police Leadership and Management MSc (Online)
Core Courses:
‹
Theories of Crime and Deviance
‹
Police Leadership in the 21st Century
‹
Research Methods
‹
Dissertation
Electives
‹
Crime and Penal Policy
‹
Leadership and Management
‹
Issues in Community Safety
‹
Issues in Criminal Justice
‹
Policing and Crime Prevention
‹
Policing Diversity
www2.le.ac.uk/study/postgrad/distance/safetysecurity/policeleader?searchterm=police%20leadership
University of San Francisco School of Business and Professional Studies
Program
International Institute of Criminal Justice Leadership
Criminal Justice Leadership Symposium
www.usfca.edu/managment/cjl/
University of Toronto Rotman School of Management (Canada)
Program
Police Leadership Program (PLP)
The program covers fundamental management and leadership concepts to help participants develop competency-based
executive-level skills. The PLP curriculum also incorporates a co-consulting project, whereby participants apply program
learnings to a project relevant to their organization and report their findings to their Chief at the programs’ conclusion.
Courses combine in-class instruction, peer-based learning, simulations and role-playing, team projects and individual
assignments. The program also includes a series of prominent guest speakers from the sectors of enforcement, civilian
governance of police, visible minorities and business.
http://ep.rotman.utoronto.ca/open/police_leadership/program.asp
— 41 —
Appendixes
Virginia Police Chiefs Association
Program
Professional Executive Leadership School
This is a 3-week, liberal arts-based educational experience that focuses on the study of leadership. Curriculum topics
include foundations of leadership, relationship-centered leadership, setting goals for your team, leadership and politics,
arts and leadership, literature and leadership, religion and leadership, psychology and leadership, negotiations, strategic
leadership, media relations, leadership in crisis, motivational leadership, leadership and the law, and making a difference,
among other topics.
www.vapolicefoundation.org/VPCFPELS.html
Virginia Police Chiefs Association
Program
Senior Executive Leadership Forum (SELF)
The SELF program is an experiential learning initiative that challenges executive-level participants to examine competitive
environments, select and implement a strategy, manage risk, and communicate the value proposition to effectively operate an
organization in today’s complex globally-challenging environment.
www.vapolicefoundation.org/VPCFSELF.html
— 42 —
Appendixes
Appendix B
COPS National Leadership Roundtable Leadership for Public Safety I
July 9–10, 2009, New York, NY
Agenda
ThurSday, July 9, 2009
9:00–9:30 aM
Continental Breakfast
9:30–9:45 aM
Welcoming and Plenary remarks
Sandra Webb, Ph.D., Deputy Director
U. S. Department Of Justice
Office Of Community Oriented Policing Services
9:45–10:00 aM
Introductions—Framing The day
Ellen Scrivner, Ph.D., Director
Leadership Academy, John Jay College of Criminal Justice
(Roundtable Facilitator)
10:00–10:45 aM
Introducing roundtable Participant Programs
Participants Describe Their Programs (5 Minutes Each)
10:45–11:00 aM
Break
11:00–Noon
Program Strategies and Signature activities
12:00–1:00 PM
Working luncheon
Thoughts On Public Safety Leadership
Robert Wasserman, Chairman
Strategic Policy Partnership
1:00–2:30 PM
Facilitated discussion
Where Leadership Development Has Been—Where Does It
Need To Go?
Emerging Trends
2:30–3:00 PM
unfinished Business
Filling Gaps
3:00–3:15 PM
aFTerNOON Break
3:15–4:45 PM
Creating Value and Charting Progress
COPS Office Support for Leadership Development
How Can COPS Further the Process?
4:45–5:00 PM
Consensus Building On recommendations and Priorities
5:00–7:00 PM
reception—President Jeremy Travis’ Office
Host: John Jay Leadership Academy
John Jay College of Criminal Justice
— 43 —
Appendixes
FrIday, July 10, 2009
9:00–9:30 aM
Continental Breakfast
9:30–11:00 aM
emerging leaders respond to day 1
11:00–11:15 aM
Break
11:15–11:45 aM
Participant discussion—emerging leader Themes
11:45–Noon
Closing Comments
— 44 —
Appendixes
Contact List
robert Bach, Ph.d.
Center for Homeland Defense and Security
Naval Post-Graduate School
700 Dyer Road
Bldg. 245, Room 372
Monterey, CA 93943-5001
Or: 1300 Crystal Drive #1606
Arlington,VA 22202
Phone: 703.966.7786
Email: rbach20010@aol.com
Christine Cole
Executive Director
Harvard University
Kennedy School of Government
Criminal Justice Policy & Management
Program
79 John F. Kennedy Street
Cambridge, MA 02138
Phone: 617.495.7291
Email: christine_cole@harvard.edu
Michael diMiceli
Assistant Executive Director
California POST
1601 Alhambra Blvd.
Sacramento, CA 95816
Phone: 916.227.2808
Email: mike.dimiceli@post.ca.gov
Michael Ferrence
Academy Leadership Associates
701-A Caroline Street
Fredericksburg,VA 22401-5903
Phone: 540.899.2998
Email: mferrence@alallc.us
Thomas Fitzmaurice
Commander
Redlands Police Department
30 Cajon Street
P.O. Box 1025
Redlands, CA 92373
Phone: 909.798.7613
Email: tfitzmaurice@redlandspolice.org
Gennaro (Jerry) Vito, Ph.d.
Professor
Southern Police Institute
University of Louisville
Louisville, KY 40292
Phone: 502.852.6509
Email: gf.vito@louisville.edu
Sheldon Greenberg, Ph.d.
Associate Dean
Johns Hopkins University
Division of Public Safety Leadership
6740 Alexander Bell Drive, Suite 350
Columbia, MD 21046
Phone: 410.516.9863
Email: greenberg@jhu.edu
Captain John hagen
Milwaukee Police Department
Intelligence Fusion Center
Police Administration Building
Room 539
P.O. Box 531
Milwaukee,WI 53201-0531
Phone: 414.935.7487
Email: jmhage@milwaukee.gov
Carl hawkins
Police Executive Research Forum
1120 Connecticut Avenue NW, Suite 930
Washington, DC 20036
Phone: 813.749.7271
Email: chawkins@policeforum.org
— 45 —
Appendixes
Michael Mcauliffe
NEI Program Manager
Leadership Development Institute
FBI Academy
Quantico,VA 22135
Phone: 703.632.3226
Email: michael.mcauliffe@ic.fbi.gov
Gregory Schmidt
Director
Seattle Police Department
610 Fifth Avenue 8th Floor
P.O. Box 34986
Seattle,WA 98124-4986
Phone: 206.684.5577
Email: gregory.schmidt@seattle.gov
katherine McQuay
United States Department of Justice
Office of Community Oriented
Policing Services
145 N Street, N.E.
Washington, DC 20530
Phone: 202.514.8237
E-mail: katherine.mcquay@usdoj.gov
Camille Mirshokrai
Director of Leadership Development
Accenture
5221 North O’Connor Blvd.
Suite 1200
Irving,TX 75039
Phone: 469.665.5505
Email: camille.mirshokrai@accenture.com
Cecelia rosser
International Association of Chiefs of Police
515 North Washington Street
Alexandria,VA 22314
Phone: 703.647.7325
Email: rosser@theiacp.org
Terry Satterfield
Administrator
Executive Development Institute
Maryland Police & Correctional Training
Commissions
6852 4th Street
Sykesville, MD 21784
Phone: 410.875.3574
Email: tsatterfield@dpscs.state.md.us
ellen Scrivner, Ph.d.(Moderator)
Director
Leadership Academy
John Jay College of Criminal Justice
555 West 57th Street, Suite 603
New York, NY 10019
Phone: 212.237.8619
E-mail: escrivner@jjay.cuny.edu
robert Taylor, Ph.d.
Executive Director
Caruth Police Institute
Dallas Police Department
1400 S. Lamar 1st Floor
Dallas,TX 75215
Phone: 972.529.7890
Email: rtaylor@unt.edu
Clemson Turregano, Ph.d.
Center for Creative Leadership
1 Leadership Place
Greensboro, NC 27438
Phone: 336.286.4564
Email: turreganoc@ccl.org
Web: www.ccl.org
robert Wasserman
Chairman
Strategic Policy Partnership
P.O. Box 577
West Tisbury, MA 02575
Phone: 508.693.8571
Email: wasserman@policy-partners.com
— 46 —
Appendixes
Sandra Webb, Ph.d.
Deputy Director
United States Department of Justice
Office of Community Oriented
Policing Services
145 N Street, N.E.
Washington, DC 20530
Phone: 202.616.3256
E-mail: sandra.webb@usdoj.gov
— 47 —
Appendixes
Appendix C:
COPS National Leadership Roundtable Leadership for Public Safety II
April 29–30, 2010, New York, NY
Agenda
ThurSday, aPrIl 29, 2010
8:30–9:00 aM
Continental Breakfast
9:00–9:30 aM
Welcome and Plenary remarks
Katherine McQuay, Supervisor, Partnership Development
U.S. Department of Justice
Office of Community Oriented Policing Services
9:30–10:30 aM
Political Issues in Police leadership
Frank Straub, Ph.D., Director Of Public Safety
City of Indianapolis, IN
10:30–10:45 aM
Break
10:45–11:45 aM
Strategic/Performance Management Issues
in Police leadership
Jon Shane, Ph.D., Assistant Professor
Department of Law, Police Science and Criminal
Justice Administration
John Jay College Of Criminal Justice
12:00–1:45 PM
luncheon Speaker
Anthony Conelli, Ph.D., CEO
The Empowerment Schools Organization
New York City Department of Education
1:45–2:00 PM
Break
2:00–3:00 PM
ethical Issues in Police leadership
Commander Brandon Del Pozo, Ph.D. Candidate,
Philosophy, City University of New York Graduate Center
NYPD, 50th Precinct
3:00–3:15 PM
Break
3:15–4:15 PM
emotional Intelligence in Police leadership
Timothy W.Turner, Ed.D.
FBI (Retired)
Inspirational Leadership, LLC
5:00–6:00 PM
reception honoring Jim Fyfe Scholars
6:00–8:00 PM
Patrick V. Murphy lecture
Colonel Joseph R. Fuentes, Superintendent
New Jersey State Police
— 48 —
Appendixes
FrIday, aPrIl 30, 2010
9:00–9:30 aM
Continental Breakfast
9:30–10:15 aM
Summary of First leadership roundtable
Ellen Scrivner, Ph.D., Deputy Director
National Institute of Justice
10:15–10:30 aM
Break
10:30–11:15 aM
Police leadership during a recession
Maria (Maki) Haberfeld, Ph.D., Professor
Department of Law, Police Science and Criminal Justice
Administration
John Jay College of Criminal Justice
11:15–11:30 aM
leadership Programs: Next Steps
Judith Kornberg, Ph.D., Dean
Office of Continuing and Professional Studies
John Jay College of Criminal Justice
11:30–12:00 PM
Summary, Conclusion, and recommendations
Katherine McQuay
— 49 —
Appendixes
Contact List
James Bueermann
Chief
Redlands Police Department
30 Cajon Street
P.O. Box 1025
Redlands, CA 92373
Phone: 909.335.4744
Email: jim.bueermann@redlandspolice.org
anthony Conelli
Chief Education Officer
ESO/New York City Department of
Education
335 Adams Street Room 510
Brooklyn, NY 11201
Phone: 718.923.5152
Email: aconelli@schools.nyc.gov
kevin Crawford
Program Manager
Law Enforcement Executive Development
Seminar
FBI Academy
Quantico,VA 22135
Phone: 703.632.3272
Email: kcrawford@fbiacademy.edu
Brandon del Pozo
Commander
NYPD
50th Precinct
3450 Kingsbridge Avenue
Bronx, NY 10463
Phone: 718.543.5700
Email: brandondelpozo@gmail.com
Joshua a. ederheimer
Captain
486 Saint Barbara Lane
Gambrills, MD 21054
Phone: 202.403.4858
Email: joshuaederheimer@aol.com
Nicole dennis
United States Department of Justice
Office of Community Oriented
Policing Services
145 N Street, N.E.
Washington, D.C. 20530
Phone: 202.616.9773
Email: Nicole.dennis@usdoj.gov
Charles evans
Senior Consultant
California POST
Supervisory Leadership Institute
1601 Alhambra Blvd.
Sacramento, CA 95816
Phone: 916.227.2824
Email: charles.evans@post.ca.gov
Michael Ferrence
Academy Leadershp Associates
701-A Caroline Street
Fredericksburg,VA 22401-5903
Phone: 540.899.2998
Email: mferrence@alallc.us
Maki haberfeld
Professor
John Jay College
Department of Law, Police Science and
Criminal Justice
899 Tenth Ave
New York, NY 10019
Phone: 212.237.8381
Email: mhaberfeld@jjay.cuny.edu
— 50 —
Appendixes
dean Judith kornberg
John Jay College of Criminal Justice
Office of Continuing and Professional
Studies
555 West 57th Street Suite 601
New York, NY 10019
Phone: 212.484.1364
Email: jkornberg@jjay.cuny.edu
Mark lomax
International Association of Chiefs of Police
515 North Washington Street
Alexandria,VA 22314
Phone: 703.836.6767 Ext. 234
Email: lomax@theiacp.org
Susan McCampbell
Center for Innovative Public Policies, Inc.
1880 Crestview Way
Naples, FL 34119
Phone: 239.597.5906
Email: susanmccampbell@cipp.org
katherine McQuay
United States Department of Justice
Office of Community Oriented
Policing Services
145 N Street, N.E.
Washington, DC 20530
Phone: 202.514.8237
Email: katherine.mcquay@usdoj.gov
Tony Narr
Police Executive Research Forum
1120 Connecticut Avenue NW #930
Washington, DC 20036
Phone: 202.454.8316
Email: tnarr@policeforum.org
anthony ribera, Ph.d.
Director
International Institute of Criminal Justice
Leadership
University of San Francisco
2130 Fulton Street
San Francisco, CA 94117
Phone: 415.422.2884
Email: ribera@usfca.edu
robert F. rich
Director
University of Illinois
Institute of Government & Public Affairs
1007 W. Nevada Street
Urbana, IL 61801
Phone: 217.244.8550
Email: rfrich@uillinois.edu
Terry Satterfield
Administrator
Executive Development Institute
Maryland Police & Correctional Training
Commissions
6852 4th Street
Sykesville, MD 21784
Phone: 410.875.3574
Email: tsatterfield@dpscs.state.md.us
ellen Scrivner
Deputy Director
National Institute of Justice
810 7th Street, N.W.
Suite 7330
Washington, DC 20531
Phone: 202.514.4693
Email: ellen.scrivner@usdoj.gov
— 51 —
Appendixes
Jon Shane
Professor
John Jay College
Department of Law, Police Science and
Criminal Justice
899 Tenth Avenue Room 422T
New York, NY 10019
Phone: 646.557.4625
Email: jshane@jjay.cuny.edu
Frank G. Straub, Ph.d.
Director of Public Safety
City of Indianapolis
200 East Washington Street E-220
Indianapolis, IN 46204
Phone: 317.327.7650
Email: fstraub@indy.gov
robert W. Taylor, Ph.d.
Executive Director
Caruth Police Institute
Dallas Police Department
1400 S. Lamar, 1st Floor
Dallas,TX 75215
Phone: 972.529.7890
Email: rtaylor@unt.edu
robert Wasserman
Chairman
Strategic Policy Partnership
P.O. Box 577
West Tisbury, MA 02575
Phone: 508.693.8571
Email: wasserman@policy-partners.com
Suzanne Grossberg (recorder)
Strategic Planning, Fund Raising, Public
Relations Consultant
Phone: 914.248.0568
Email: Suzanne_grossberg@hotmail.com
Marilyn Simpson
John Jay College of Criminal Justice
Community Policing Leadership Institute
555 West 57th Street Suite 603
New York, NY 10019
Phone: 212.237.8641
Email: msimpson@jjay.cuny.edu
Timothy W. Turner, ed.d.
Inspirational Leadership, LLC.
717 Abner Creek Road
Greer, SC 29651
Phone: 864.877.0999
Email: twturner17@hotmail.com
Clemson Turregano, Ph.d.
Director, Government Team
Center for Creative Leadership
1 Leadership Place
Greensboro, NC 27438
Phone: 336.286.4564
Email: turreganoc@ccl.org
— 52 —
Leadership for Public Safety: Professional Dimensions of Leadership in Law
Enforcement is a synopsis of meetings sponsored by the COPS Office in 2009
and 2010 which examined various dimensions of public safety leadership.
Discussions on leadership training venues and resources, availability of
training, determining what works, and resistance to change revealed a host
of dilemmas faced by agencies when deciding what training is appropriate for
their department. Viewpoints of experts on emerging issues brought to light
existing gaps in training such as; political issues faced by law enforcement
leaders, management issues, ethics of leadership, emotional leadership, and
empowerment. The report concludes with recommendations on possible ways
the COPS Office can address gaps revealed during these meetings and how
experiences from the private sector might provide guidance for future public
safety leadership programs.
U.S. Department of Justice
Office of Community Oriented Policing Services
145 N Street, N.E.
washington, DC 20530
To obtain details on COPS Office programs,
call the COPS Office Response Center at
800.421.6770
Visit COPS Online at www.cops.usdoj.gov
October 2011
e101126408